Self-efficacy is crucial for producing challenging research results, which in turn may lead to innovations and development that can accelerate a country's economy. Undergraduate research self-efficacy in Cambodia has been of particular interest because graduates form the future pipeline of research professionals, which is important for Cambodia since its economy is still at a developing stage. While several studies have been conducted on undergraduate research self-efficacy in Cambodia, most of the participants were from capital city-based universities. The research self-efficacy of province-based university students, whose numbers have increased in recent years, remains to be investigated. In this study, we address this gap by adapting the Research Self-Efficacy Survey by Phillips and Russell (1994) and administered it to 1,009 undergraduate students from different faculties at three public province-based universities in Cambodia in order to assess their research self-efficacy. Using independent t‑tests and ANOVA, the mean research self‑efficacy score was 2.13 (± .66) on a 5 point-scale and varies significantly with small effect size based upon gender, academic year, and working experience. There is a need to focus on interventions aimed at improving the research self-efficacy of the undergraduate students, which in turn will increase their ability to do research. These include measures such as curriculum reform, improving the quality of teaching, teacher training, creating new educational materials, and upgrading research facilities. These will allow more research activities that can give the students opportunities to do research and eventually increase their research self-efficacy which is likely to benefit Cambodian society in the provinces. Although the issues presented here may appear to be isolated to Cambodia, other developing nations should also consider these issues as they develop higher educational institutions in their provinces away from their capital city.
{"title":"Research Self-Efficacy of Cambodian Undergraduate Students at Province-Based Universities","authors":"Cheyvuth Seng, M. Carlon, J. Cross","doi":"10.17583/rise.2020.4267","DOIUrl":"https://doi.org/10.17583/rise.2020.4267","url":null,"abstract":"Self-efficacy is crucial for producing challenging research results, which in turn may lead to innovations and development that can accelerate a country's economy. Undergraduate research self-efficacy in Cambodia has been of particular interest because graduates form the future pipeline of research professionals, which is important for Cambodia since its economy is still at a developing stage. While several studies have been conducted on undergraduate research self-efficacy in Cambodia, most of the participants were from capital city-based universities. The research self-efficacy of province-based university students, whose numbers have increased in recent years, remains to be investigated. In this study, we address this gap by adapting the Research Self-Efficacy Survey by Phillips and Russell (1994) and administered it to 1,009 undergraduate students from different faculties at three public province-based universities in Cambodia in order to assess their research self-efficacy. Using independent t‑tests and ANOVA, the mean research self‑efficacy score was 2.13 (± .66) on a 5 point-scale and varies significantly with small effect size based upon gender, academic year, and working experience. There is a need to focus on interventions aimed at improving the research self-efficacy of the undergraduate students, which in turn will increase their ability to do research. These include measures such as curriculum reform, improving the quality of teaching, teacher training, creating new educational materials, and upgrading research facilities. These will allow more research activities that can give the students opportunities to do research and eventually increase their research self-efficacy which is likely to benefit Cambodian society in the provinces. Although the issues presented here may appear to be isolated to Cambodia, other developing nations should also consider these issues as they develop higher educational institutions in their provinces away from their capital city.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45908302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Coronavirus, otherwise known as COVID-19, was adjudged as a pandemic by the World Health Organization (WHO) in February 2020. This deadly, contagious, and easy-to-spread virus has plunged the world into a tentative cul-de-sac, inclusive of the university education system. By implication, the abrupt national lockdown in South Africa cut universities unaware as an insurgence against its operationalisation, teaching, and learning process. In my argument, it further confirms the need to decolonise rural universities, to be able to respond to every unforeseen emergency, as an underside of coloniality, which is currently experienced in the system. Evidence indicates that the rural universities in South Africa are battling with enabling pedestal of alternatives to teaching and learning. This study is lensed through Transformative Paradigm (TP), Participatory Research (PR) was used as a research design. The participants consisted of 15 people, 5 management staff such as the deans, head of schools, head of teaching and learning and ICT members, 5 lecturers and 5 students in a selected rural university in South Africa. The participants were selected using the snowballing selection technique with the use of calls, email and other social media platforms as a medium of participants’ recruitment. Online and phone interviews were used to collect data from the participants because the participants are under national lockdown, and the data was analysed using thematic analysis. Low technology and innovative space in rural universities and students, lecturers and university’s disadvantage background were found as the major challenges vindicating the quest for decoloniality in rural universities. Also, the compulsory used of technological innovation within the university and contingency plan for/by the stakeholders are concluded to be achievable with the use of Assets-Based Approach.
{"title":"The Vindication of Decoloniality and the Reality of COVID-19 as an Emergency of Unknown in Rural Universities","authors":"B. Omodan","doi":"10.17583/rise.2020.5495","DOIUrl":"https://doi.org/10.17583/rise.2020.5495","url":null,"abstract":"Coronavirus, otherwise known as COVID-19, was adjudged as a pandemic by the World Health Organization (WHO) in February 2020. This deadly, contagious, and easy-to-spread virus has plunged the world into a tentative cul-de-sac, inclusive of the university education system. By implication, the abrupt national lockdown in South Africa cut universities unaware as an insurgence against its operationalisation, teaching, and learning process. In my argument, it further confirms the need to decolonise rural universities, to be able to respond to every unforeseen emergency, as an underside of coloniality, which is currently experienced in the system. Evidence indicates that the rural universities in South Africa are battling with enabling pedestal of alternatives to teaching and learning. This study is lensed through Transformative Paradigm (TP), Participatory Research (PR) was used as a research design. The participants consisted of 15 people, 5 management staff such as the deans, head of schools, head of teaching and learning and ICT members, 5 lecturers and 5 students in a selected rural university in South Africa. The participants were selected using the snowballing selection technique with the use of calls, email and other social media platforms as a medium of participants’ recruitment. Online and phone interviews were used to collect data from the participants because the participants are under national lockdown, and the data was analysed using thematic analysis. Low technology and innovative space in rural universities and students, lecturers and university’s disadvantage background were found as the major challenges vindicating the quest for decoloniality in rural universities. Also, the compulsory used of technological innovation within the university and contingency plan for/by the stakeholders are concluded to be achievable with the use of Assets-Based Approach.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2020-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43754281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"RISE 9(1) Full Issue","authors":"Rise Editors","doi":"10.17583/rise.2020.5165","DOIUrl":"https://doi.org/10.17583/rise.2020.5165","url":null,"abstract":"","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47289125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is part of a broader research project on student engagement, achievement goals, and autonomy support in higher education. This observational study presents a categorization of students’ self-initiated contributions for learning. For this purpose, an observation form was developed and implemented in both a large and a small course delivered by the same professor. The research question was “Which students’ verbal contributions in lecture-based courses are aligned with the concept of agentic engagement?” This question also aimed to explore the premise that agentic behavior is performed differently by male and female students in small and large courses. Each self-initiated contribution was classified, counted, and described, and then compared between courses. The findings revealed that (1) expected self-initiated contributions were the most observed ones in both courses, and (2) the number and type of contributions were different regarding student’s gender and class size. The paper concludes with recommendations to advance the state of research on agentic engagement.
{"title":"Why are students' self-initiated contributions important(?) A study on agentic engagement","authors":"A. Montenegro","doi":"10.17583/rise.2019.4540","DOIUrl":"https://doi.org/10.17583/rise.2019.4540","url":null,"abstract":"This article is part of a broader research project on student engagement, achievement goals, and autonomy support in higher education. This observational study presents a categorization of students’ self-initiated contributions for learning. For this purpose, an observation form was developed and implemented in both a large and a small course delivered by the same professor. The research question was “Which students’ verbal contributions in lecture-based courses are aligned with the concept of agentic engagement?” This question also aimed to explore the premise that agentic behavior is performed differently by male and female students in small and large courses. Each self-initiated contribution was classified, counted, and described, and then compared between courses. The findings revealed that (1) expected self-initiated contributions were the most observed ones in both courses, and (2) the number and type of contributions were different regarding student’s gender and class size. The paper concludes with recommendations to advance the state of research on agentic engagement.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46119377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Miguel Ángel Cañete Lairla, Luis Domingo Díaz Sánchez
La adolescencia es una etapa de crisis en la que los valores y las personas importantes de la infancia empiezan a dejar paso a aquellos otros que constituirán la base de la formación del adulto. De entre las variables que serán protagonistas de esta transición, este estudio pretende mostrar el importante papel de la dependencia emocional y su relación con el sexismo ambivalente en función del sexo y la edad, así como estudiar otras variables psicosociales que están implicadas en la conducta de los adolescentes. A partir de una muestra de 85 estudiantes de Educación Secundaria y Bachiller, se analizan los datos obtenidos en las escalas aplicadas utilizando pruebas de correlación, comparación de medias y de control de variables. Los resultados muestran la evolución diferencial de la dependencia en función del sexo y la edad, su relación con el sexismo, el aislamiento familiar y social, la culpa, la autoestima y la sumisión.
{"title":"La dependencia emocional y su relación con el sexismo en adolescentes.","authors":"Miguel Ángel Cañete Lairla, Luis Domingo Díaz Sánchez","doi":"10.17583/rise.2019.4198","DOIUrl":"https://doi.org/10.17583/rise.2019.4198","url":null,"abstract":"La adolescencia es una etapa de crisis en la que los valores y las personas importantes de la infancia empiezan a dejar paso a aquellos otros que constituirán la base de la formación del adulto. De entre las variables que serán protagonistas de esta transición, este estudio pretende mostrar el importante papel de la dependencia emocional y su relación con el sexismo ambivalente en función del sexo y la edad, así como estudiar otras variables psicosociales que están implicadas en la conducta de los adolescentes. A partir de una muestra de 85 estudiantes de Educación Secundaria y Bachiller, se analizan los datos obtenidos en las escalas aplicadas utilizando pruebas de correlación, comparación de medias y de control de variables. Los resultados muestran la evolución diferencial de la dependencia en función del sexo y la edad, su relación con el sexismo, el aislamiento familiar y social, la culpa, la autoestima y la sumisión.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43818649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Refugees in Higher Education: Debate, Discourse and Practice, Stevenson & Baker [Review of the Book]","authors":"Garazi López de Aguileta","doi":"10.17583/rise.2019.4737","DOIUrl":"https://doi.org/10.17583/rise.2019.4737","url":null,"abstract":"","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49417304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"RISE 8(3) Full Issue","authors":"Rise Editors","doi":"10.17583/rise.2019.4755","DOIUrl":"https://doi.org/10.17583/rise.2019.4755","url":null,"abstract":"","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44982932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El artículo analiza la configuración y reconfiguración de las expectativas educativas de los jóvenes a los 15 años. Los antecedentes se basan en las aportaciones culturalistas de Bourdieu y la separación entre efectos primarios y secundarios de Boudon. Se aporta literatura sobre la configuración de las expectativas, y concretamente aquella que cuestiona la relación entre los logros académicos y las expectativas. Para responder al objetivo de analizar las expectativas que se van configurando año tras año entre los jóvenes que transitan de la educación obligatoria a la postobligatoria se analizan variables como las notas obtenidas, las aspiraciones laborales, y variables ligadas al origen social y al sexo. Se utilizan datos obtenidos de una encuesta propia tipo panel de tres años a 2056 estudiantes del último año de la obligatoria, y dos años posteriores. Se realizan análisis descriptivos y regresiones logísticas binarias en cada una de las olas incluyendo las variables mencionadas. Los resultados afirman que las notas obtenidas, expectativas y elecciones anteriores tienen incidencia en la configuración y reconfiguración de expectativas. Por último, se constata como el nivel formativo familiar, las aspiraciones laborales y el sexo también inciden la configuración de las expectativas, confirmando el mantenimiento de desigualdades educativas.
{"title":"Configuración y reconfiguración de las expectativas educativas después de la educación obligatoria: un análisis longitudinal","authors":"Marina Elias, Lidia Daza","doi":"10.17583/rise.2019.4479","DOIUrl":"https://doi.org/10.17583/rise.2019.4479","url":null,"abstract":"El artículo analiza la configuración y reconfiguración de las expectativas educativas de los jóvenes a los 15 años. Los antecedentes se basan en las aportaciones culturalistas de Bourdieu y la separación entre efectos primarios y secundarios de Boudon. Se aporta literatura sobre la configuración de las expectativas, y concretamente aquella que cuestiona la relación entre los logros académicos y las expectativas. Para responder al objetivo de analizar las expectativas que se van configurando año tras año entre los jóvenes que transitan de la educación obligatoria a la postobligatoria se analizan variables como las notas obtenidas, las aspiraciones laborales, y variables ligadas al origen social y al sexo. Se utilizan datos obtenidos de una encuesta propia tipo panel de tres años a 2056 estudiantes del último año de la obligatoria, y dos años posteriores. Se realizan análisis descriptivos y regresiones logísticas binarias en cada una de las olas incluyendo las variables mencionadas. Los resultados afirman que las notas obtenidas, expectativas y elecciones anteriores tienen incidencia en la configuración y reconfiguración de expectativas. Por último, se constata como el nivel formativo familiar, las aspiraciones laborales y el sexo también inciden la configuración de las expectativas, confirmando el mantenimiento de desigualdades educativas. ","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45499715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El presente texto es el resultado de un análisis de contenido de un programa educativo de educación de adultos en Chile. La materia analizada lleva por título Consumo y Calidad de Vida, y se inserta en una sección obligatoria de la educación formal de adultos denominada Formación Instrumental, y cuyo programa fue promulgado en el año 2007 por el Ministerio de Educación del Estado de Chile y se encuentra vigente en la actualidad sin mayor actualización una década después.El análisis se centra en la producción y reproducción de sentidos que se encuentran presentes en las distintas unidades, y se hacen evidentes en los objetivos, los contenidos y los aprendizajes esperados, a la vez que en la estructura y el aparataje conceptual desplegado.El análisis de contenido de los distintos componentes del currículum hace evidente la representación y el aprendizaje de un determinado modo de vida como el modo correcto, naturalizando elementos neoliberales y acordes a fortalecer las dinámicas del capitalismo financiero chileno
{"title":"Enseñando la economía política neoliberal en Chile: notas sobre el programa de estudio de Consumo y Calidad de Vida de Educación de Adultos","authors":"David L. Kornbluth","doi":"10.17583/rise.2019.3967","DOIUrl":"https://doi.org/10.17583/rise.2019.3967","url":null,"abstract":"El presente texto es el resultado de un análisis de contenido de un programa educativo de educación de adultos en Chile. La materia analizada lleva por título Consumo y Calidad de Vida, y se inserta en una sección obligatoria de la educación formal de adultos denominada Formación Instrumental, y cuyo programa fue promulgado en el año 2007 por el Ministerio de Educación del Estado de Chile y se encuentra vigente en la actualidad sin mayor actualización una década después.El análisis se centra en la producción y reproducción de sentidos que se encuentran presentes en las distintas unidades, y se hacen evidentes en los objetivos, los contenidos y los aprendizajes esperados, a la vez que en la estructura y el aparataje conceptual desplegado.El análisis de contenido de los distintos componentes del currículum hace evidente la representación y el aprendizaje de un determinado modo de vida como el modo correcto, naturalizando elementos neoliberales y acordes a fortalecer las dinámicas del capitalismo financiero chileno","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nos hemos acercado a la realidad del sistema de becas universitarias tras la reforma a partir de 2013 a través de las experiencias de los becarios. Buscamos por medio de la interpretación de los discursos producidos por la técnica de la entrevista abierta describir sus razones prácticas y hacer más comprensible los modos de posicionarse ante las cambiantes reglas institucionales. Los becarios han sido siempre un colectivo especialmente dependiente del logro en sus decisiones a lo largo de la carrera, y antes incluso, en las elecciones iniciales, y los actuales cambios no hacen sino incrementar esta dependencia, que se vive en muchos casos en forma de nuevas presiones, contradicciones e incertidumbres. Pensamos esto les hace menos atractiva la opción de los estudios universitarios y puede estar en parte en la base de la caída de los estudiantes de grado que se viene dando en los últimos cinco años.
{"title":"El Sentido de las Becas para los Estudiantes Universitarios de Clases Populares. Impacto Del Nuevo Sistema de Becas en la Universidad Española","authors":"Delia Langa","doi":"10.17583/RISE.2019.3802","DOIUrl":"https://doi.org/10.17583/RISE.2019.3802","url":null,"abstract":"Nos hemos acercado a la realidad del sistema de becas universitarias tras la reforma a partir de 2013 a través de las experiencias de los becarios. Buscamos por medio de la interpretación de los discursos producidos por la técnica de la entrevista abierta describir sus razones prácticas y hacer más comprensible los modos de posicionarse ante las cambiantes reglas institucionales. Los becarios han sido siempre un colectivo especialmente dependiente del logro en sus decisiones a lo largo de la carrera, y antes incluso, en las elecciones iniciales, y los actuales cambios no hacen sino incrementar esta dependencia, que se vive en muchos casos en forma de nuevas presiones, contradicciones e incertidumbres. Pensamos esto les hace menos atractiva la opción de los estudios universitarios y puede estar en parte en la base de la caída de los estudiantes de grado que se viene dando en los últimos cinco años.","PeriodicalId":42197,"journal":{"name":"International Journal of Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48124600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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